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Soccer games where students swarm to the ball are not enjoyable 25 26 Complete Guide to Sport Education except perhaps for the most skilled students. Basketball games where the flow of play is helter-skelter and the skilled players dominate play are not fun for most participants. Volleyball games where 90 percent of the points are scored on serves that cannot be returned are not fun for anybody. As we have noted, traditional physical education instruction has a strong focus on developing isolated skills (what we call techniques) and not nearly as much emphasis on learning game tactics.

In many events the performance is a routine created by the competitor. The creation of routines allows students the opportunity to plan and create their own variations. In the third- through fifth-grade model, the sport was repeated for three grade levels, allowing students to make substantial progress toward competence in that sport. The yearly progression, however, does not always have to be conceptualized as a repeat of the same form of the sport in the same situation. , a form of gymnastics where teams create group-based poses that require balance, coordination, strength, and teamwork) in the second year, and Olympic gymnastics in the third year.

The focus of the team practice then shifts to developing both technique and tactics by having teams engage in small-sided scrimmages. , 3v1, 3v2, 4v3). Those same games can be used to focus on teams learning to maintain possession (possession games) or scoring (go-for-goal games) (Launder, 2001). You can organize these so that they flow continuously rather than experience the multiple stop–starts so typical of drill-based technique practice, thus optimizing the time spent in actual practice. Whenever possible, the practice tasks in the guided-practice format should be designed such that they can be used later on at the team level once teams conduct their own team practices.

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